排序方式： 共有37条查询结果，搜索用时 15 毫秒
1.
Many theories on college retention recognize the significance of student satisfaction as a positive factor in students’ persistence.
Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This
paper explores the impact of degree program satisfaction on academic accomplishment and dropout. The impact of degree program
satisfaction was studied within a multitheoretical framework. The results of the study show that student accomplishment not
only depends on differences in academic ability but also on degree program satisfaction. Decreased degree program satisfaction
appears to diminish both study motivation and study behaviour. The authors discuss some implications for current educational
practice. 相似文献
2.
3.
Egbert Harskamp Ning Ding Cor Suhre 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):307-318
Background:?Cooperative learning may help students elaborate upon problem information through interpersonal discourse, and this may provoke a higher level of thinking. Interaction stimulates students to put forward and order their thoughts, and to understand the ideas or questions of their peer learner. However, partner gender is an important variable in cooperative learning. Previous research indicates that female students profit less than male students from mixed-gender cooperative learning in physics, especially where problem-solving is involved. Female and male students have different communication styles. For example, male students tend to give their opinions and explanations directly, while females tend to avoid presenting their opinion and are more likely to initiate cooperative problem-solving by asking questions. Purpose:?The main aim of this study was to ascertain whether partner gender influences female students' learning to solve science problems and the role female communication style plays in the cooperative learning process. Sample:?A total of 62 high schools students (31 female, 31 male) from three schools in the Netherlands participated in the study. Students were selected from three physics classes in grade 10, with a mean age of 15.6. Students came from various family backgrounds. Design and methods:?An experiment was carried out to test the effect of group composition on female and male students' cooperative problem-solving in science. The students were randomly assigned to dyads and three research conditions: 15 mixed-gender pairs (MG); eight female–female pairs (FF) and eight male–male pairs (MM). Students were given training in how to solve a problem as a team, and how to complete the answer sheet. All students solved the same problems in four 50-minute sessions. In each session, students were asked to solve three new and moderately structured problems working together. Each dyad had a university student as an observer. The observer's task was to log the students' time on task and to document the interactions between the students. The observers did not interfere with the communication between the students during problem-solving. Results:?Analyses of pre- and post-test performance revealed that female students in the MG condition did not learn to solve physics problems as well as male partners or as female students in all-female dyads. Analyses of interactive behaviours showed that female students in the MG condition devoted less time to actively seeking solutions and spent more time asking questions than their male partners. Conclusions:?Difference in solution-seeking behaviour could explain an important part of the difference in problem-solving performance between the female and male students in this study. Female students in the all-female dyads did not differ in interactive behaviour or post-test performance from males. They had a more balanced interactive style than females in the mixed-gender dyads. Suggestions for further research are discussed. It would be interesting to examine if the findings of this study carried over to areas in which females are traditionally more comfortable, such as biology. 相似文献
4.
Kreimeyer KH Crooke P Drye C Egbert V Klein B 《Journal of deaf studies and deaf education》2000,5(2):174-185
Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program. 相似文献
5.
N. L. McCaslin Douglas Thom Harold J. Noah R. Murray Thomas Emile G. Mc Anany Michael Eraut W. Patrick Leonard John Wilson Peter McPhail Haydn Mathias Mohamed Idwan Ganie Willy Wielemans Antonio Valbuena Paz M. Dino Carelli Egbert Jahn Donald K. Sharpes Daya A. Perera Friedhelm Zanter Carole L. Hahn Walter Hahn Linda A. Dove J. A. Akinpelu Ruth W. Salmon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):83-119
6.
Uma Khumairoh Egbert A. Lantinga Didik Suprayogo Rogier P. O. Schulte Jeroen C. J. Groot 《The Journal of Agricultural Education and Extension》2019,25(3):227-243
Purpose: Complex rice systems (CRSs) are polycultures of plants and animals that enhance ecological processes contributing to sustainable and profitable farming systems. However, the contextual management complexity can hamper adoption, despite the large long-term benefits that CRSs offer. This paper aimed to provide a method that encourages active farmer involvement and integrates farmer’s feedback to deliver timely adaptations to CRS management.
Design/methodology/approach: FFSs that are commonly used in guiding rural development processes involve a long process of preparation, weekly meetings and dissemination of new technologies with a greater knowledge flows from researchers or institutions to farmers than contrariwise. We have simplified FFS components and modified its curriculum focusing on extracting and integrating farmers’ feedback into adaptation measures. Surveys were conducted and their results were validated through focus group discussions, which provided an adequate database to simplify the steps in the FFS approach.
Findings: Only four meetings for agroecosystems analysis that emphasised an analytical and reflective learning cycle generated suitable adaptation measures selected from farmers’ feedback. Repetition of the shortened FFS over several rice cropping cycles proved more effective than the frequent meetings within one cropping cycle.
Practical implications: The modified FFS could be considered as a promising approach to training farmers, whilst simultaneously identifying and discovering adaptations of agricultural innovations and monitoring the evolution of complex polycultures like CRSs, under diverse conditions.
Theoretical implications: The modified FFS provides participants additional time to reflect on the training topics, resulting in a significant improvement in their knowledge and the performance of the CRS.
Originality/value: The modified FFS approach is focused on reflexive learning cycles and adaptation of innovations. Therefore, it is highly suitable for management of complex polycultures such as CRSs. 相似文献
7.
The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld’s problem‐solving episodes. Students took a pre‐test and a post‐test and had the opportunity to solve six physics problems. Ninety‐nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem‐solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints—although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems. 相似文献
8.
Contours of the emergent knowledge society: Theoretical debate and implications for higher education research 总被引：1，自引：1，他引：0
Egbert de Weert 《Higher Education》1999,38(1):49-69
The idea of the knowledge society is becoming increasingly dominant in various public and scholarly writings. Several governments have reacted by advocating a further expansion of higher education in order to provide a highly skilled workforce. This seems at odds with views regarding the underutilisation of skills of employed graduates. This paper sketches some major characteristics of the emergent knowledge society from sociological, epistemological and economic viewpoints. Next, it discusses current research on the incidence of overeducation. It is pointed out that measures on overeducation are inaccurate and do not take into account changes in the emergent knowledge societies. The paper concludes with implications for future research on the nature and change of knowledge-based occupations. 相似文献
9.
Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools. 相似文献
10.
A macro-analysis of quality assessment in higher education 总被引：2，自引：0，他引：2
Egbert De Weert 《Higher Education》1990,19(1):57-72
In most West European countries a quality control system for higher education is in a process of development. This article examines some general characteristics of the emerging structures, how quality is defined and what impact this definition has on internal evaluation.On the basis of a more substantive conceptualization of the term quality, the current trend of a quality control system in which quality is predominantly defined from one central power centre is questioned. Important methodological and substantive weaknesses inherent in this centralist model will be discussed.In the final section a shift towards a quality control system is advocated in which other interests and perspectives are taken into account. 相似文献